BOY SCOUT
ADVANCEMENT
REQUIREMENT CHANGES

Effective January 1, 2006

When there is a conflict between two published lists of requirements,
such as the Requirements Book and a Merit Badge Pamphlet, the Requirements Book
should be considered to be the controlling document, until a newer edition of
the Requirements Book is issued, EXCEPT when the pamphlet has a later issue
date.

BSA has been updating ALL of the merit badge books over the past few years.
As of January 1, 2006, only 10 of the pamphlets have editions issued before
January 1, 1999 and the requirements for only 12 merit badges have remained
completely unchanged during that period. As new pamphlets are issued, when they
contain new requirements, Scouts will have the option of starting with the new
requirements as soon as the pamphlets are issued, or they may start work using
the old requirements until the next edition of Boy Scout Requirements(BSA
Publication No. 33215) is issued.

BSA will NOT hold the publications up until January each year. Instead, they
will issue them as they are completed (and old stocks are exhausted, probably).
Then in January, the Requirements Book will include all revisions to date.

Those Scouts working on any badges using the old requirements and
who started before the new books were issued may complete the badge using the
old requirements Those starting work on the badge after the new books
are issued, may use either the old or new requirements, at their option.
For RANK requirement changes, Scouts must normally meet the CURRENT requirements
when they are ready for their Board of Review, unless special rules apply (as
is the case for First Class below).

The following Merit Badges have totally new or modified
requirements listed in the 2006 edition of Boy Scout Requirements (33215B).
Note that many of these actually appeared in Merit Badge Pamphlets issued during
2005 after the release of the 2005 edition of Boy Scout Requirements (33215A).

The following new requirement 11 was added, and old
requirements 11 and 12 were renumbered to 12 and 13.

Tell someone who is eligible to join Boy Scouts, or an inactive Boy
Scout, about your troop's activities. Invite him to a troop outing,
activity, service project or meeting. Tell him how to join, or
encourage the inactive Boy Scout to become active.

The new requirement was accompanied by this footnote:

Effective January , 2006, Scouts already working on their First Class
rank prior to this date will have until June 30, 2006, to complete the rank
without fulfilling requirement 11.

Questions were raised as to when does a Scout begin "working on their First
Class rank"? We requested a clarification from the National BSA Office to resolve
the issue. Here is their response:

A boy who is working on Tenderfoot, Second Class
and First Class (under the First Class Within a Year) is working on First
Class. He would have until the June deadline to complete First Class
or would have to complete under the new requirement.

Scouts must use THREE groups (instead of TWO) for requirements 1, 2, & 3.
Minor changes were made to requirements 1b, 1d, 2, 3, and 4. In requirement
5, option (b) was deleted, and minor changes were made to former option (a).
The requirements now read as follows (with the changes highlighted):

Choose THREETWO groups
that have different racial, cultural, national, or ethnic backgrounds,
one of which comes from your own background . Use these groups to meet
requirements 1, 2, and 3. Also complete requirement 4 and
either requirement 5a or 5b.

Do TWO of the following, choosing a different group for each:

Go to a festival, celebration, or other event identified with one
of the groups. Report on what you see and learn.

Go to a place of worship,church, clubhouse, school, or other institution
identified with one of the groups. Report on what you see and learn.

Talk with a person from one of the groups about the heritage and
traditions of the group. Report on what you learn.

Learn a song,or
dance ,or poem,
or story which is traditional to one group, and teach it to a group
of your friends.

Go to a library or museum to see a program or exhibit featuring
one group's traditions. Report on what you see and learn.

Imagine that one of the groups had always lived alone in a city or country
to which no other groups ever came. Tell what you think the city or country
might be like today. Now tell what you think it might be like if
boththe three groups
you chose lived there at the same time.

Tell about some differences between the religions and social customs
of the threetwo groups.
Tell about some ideas, or ways of doing things that are
similar in the three groups, which are almost
the same in both groups .

Tell about a contribution made to our country by three different people
each from a different racial, ethnic, or religious
background such as black American, white American, native
American, Hispanic-American, Asian-American, or any other background of
your choosing. Their backgrounds may be religious, as well, such as Jews,
Muslims, Hindus, etc .

Do ONE of the following:
a. Give a talk to your Scout unittroop or school class
at school on how people from different groups have
gotten along together. Lead a discussion on what can be done to help various
groups understand one another better.b. Tell about some achievements of the United Nations
accomplished by people of many cultures and beliefs working in one organization.
Tell how the U.N. has dealt with some problems caused by conflicts between
different groups.

Read the Declaration of Independence. Pay close attention to the
section that begins with "We hold these truths to be self-evident" and ends
with "to provide new Guards for future security." Rewrite that section in
your own words, making it as easy to understand as possible. Then
share your writing with your merit badge counselor and discuss the importance
of the Declaration of Independence.

Do TWO of the following:

Select two individuals from American history, one a political leader
(a president, senator, etc.) and the other a private citizen (a writer,
religious leader, etc.). Find out about each person's accomplishments
and compare the contributions each has made to America's heritage.

With your counselor's approval, choose an organization that has
promoted some type of positive change in American society. Find out
why the organization believed this change was necessary and how it helped
to accomplish the change. Discuss how this organization is related to
events or situations from America's past.

With your counselor's approval, interview two veterans of the U.S.
military. Find out what their experiences were like. Ask the veterans
what they believe they accomplished.

With your counselor's approval, interview three people in your community
of different ages and occupations. Ask these people what America means
to them, what they think is special about this country, and what American
traditions they feel are important to preserve.

Do the following:

Select a topic that is currently in the news. Describe to your counselor
what is happening. Explain how today's events are related to or affected
by the events and values of America's past.

For each of the following, describe its adoption, tell about any
changes since its adoption, and explain how each one continues to influence
Americans today: the flag, the Pledge of Allegiance, the seal, the motto,
and the national anthem.

Research your family's history. Find out how various events and
situations in American history affected your family. Share what you
find with your counselor. Tell why your family came to America.

Do TWO of the following:

Explain what is meant by the National Register of Historic Places.
Describe how a property becomes eligible for listing. Make a map of
your local area, marking the points of historical interest. Tell about
any National Register properties in your area. Share the map with your
counselor, and describe the historical points you have indicated.

Research an event of historical importance that took place in or
near your area. If possible, visit the place. Tell your counselor about
the event and how it affected local history. Describe how the area looked
then and what it now looks like.

Find out when, why, and how your town or neighborhood started, and
what ethnic, national, or racial groups played a part. Find out how
the area has changed over the past 50 years and try to explain why.

Take an active part in a program about an event or person in American
history. Report to your counselor about the program, the part you took,
and the subject.

Visit a historic trail or walk in your area. After your visit, share
with your counselor what you have learned. Discuss the importance of
this location and explain why you think it might qualify for National
Register listing.

Do ONE of the following:

Watch two motion pictures (with the approval and permission of your
counselor and parent) that are set in some period of American history.
Describe to your counselor how accurate each film is with regard to
the historical events depicted and also with regard to the way the characters
are portrayed.

Read a biography (with your counselor's approval) of someone who
has made a contribution to America's heritage. Tell some things you
admire about this individual and some things you do not admire. Explain
why you think this person has made a positive or a negative contribution
to America's heritage.

Listen to recordings of popular songs from various periods of American
history. Share five of these songs with your counselor, and describe
how each song reflects the way people felt about the period in which
it was popular. If a recording is not available, have a copy of the
lyrics available.

Discuss with your counselor the career opportunities in American heritage.
Pick one that interests you and explain how to prepare for this career.
Discuss what education and training are required for this career.

Using resources available to you, learn about working people and work-related
concerns. List and briefly describe or give examples of at least EIGHT concerns
of American workers. These may include, but are not limited to, working
conditions, workplace safety, hours, wages, seniority, job security, equal
opportunity employment and discrimination, guest workers, automation and
technologies that replace workers, unemployment, layoffs, outsourcing, and
employee benefits such as health care, child care, profit sharing, and retirement
benefits.

With your counselor's and parent's approval and permission, visit the
office or attend a meeting of a local union, a central labor council, or
an employee organization, or contact one of these organizations via the
Internet. Then do EACH of the following:

Find out what the organization does.

Share the list of issues and concerns you made for requirement 1.
Ask the people you communicate with which issues are of greatest interest
or concern to them and why.

Draw a diagram showing how the organization is structured, from
the local to the national level, if applicable.

Explain to your counselor what labor unions are, what they do, and what
services they provide to members. In your discussion, show that you understand
the concepts of labor, management, collective bargaining, negotiation, union
shops, open (nonunion) shops, grievance procedures, mediation, arbitration,
work stoppages, strikes, and lockouts.

Explain what is meant by the adversarial model of labor-management relations,
compared with a cooperative-bargaining style.

Do ONE of the following:

Develop a time line of significant events in the history of the
American labor movement from the 1770s to the present.

Prepare an exhibit, a scrapbook, or a computer presentation, such
as a slide show, illustrating three major achievements of the American
labor movement and how those achievements affect American workers.

With your counselor's and parent's approval and permission, watch
a movie that addresses organized labor in the United States. Afterward,
discuss the movie with your counselor and explain what you learned.

Read a biography (with your counselor's approval) of someone who
has made a contribution to the American labor movement. Explain what
contribution this person has made to the American labor movement.

Explain the term globalization. Discuss with your counselor some effects
of globalization on the workforce in the United States. Explain how this
global workforce fits into the economic system of this country.

Choose a labor issue of widespread interest to American workers-an issue
in the news currently or known to you from your work on this merit badge.
Before your counselor, or in writing, argue both sides of the issue, first
taking management's side, then presenting labor's or the employee's point
of view. In your presentation, summarize the basic rights and responsibilities
of employers and employees, including union members and nonunion members.

Discuss with your counselor the different goals that may motivate the
owners of a business, its stockholders, its customers, its employees, the
employees' representatives, the community, and public officials. Explain
why agreements and compromises are made and how they affect each group in
achieving its goals.

Learn about opportunities in the field of labor relations. Choose one
career in which you are interested and discuss with your counselor the major
responsibilities of that position and the qualifications, education, and
training such a position requires.

A new version of the merit badge pamphlet for this merit badge, with substantially
new requirements, was issued during 2004 after the 2004 edition of BOY SCOUT
REQUIREMENTS was issued. The 2005 edition of Boy Scout Requirements omitted
requirements 9 & 10 below. That was an editorial error in transferring
the information from the pamphlet, and was corrected in the 2006 edition. No
other changes were made in 2006

With your counselor's approval and guidance, do ONE of the
following:

Visit a planetarium or astronomical observatory. Submit a written
report, a scrapbook, or a video presentation afterward to your counselor
that includes the following information:

Activities occurring there

Exhibits and displays you saw

Telescopes and instruments being used

Celestial objects you observed.

Plan and participate in a three-hour observation session that includes
using binoculars or a telescope. List the celestial objects you want
to observe, and find each on a star chart or in a guidebook. Prepare
an observing log or notebook. Show your plan, charts, and log or notebook
to your counselor before making your observations. Review your log or
notebook with your counselor afterward.

Plan and host a star party for your Scout troop or other group such
as your class at school. Use binoculars or a telescope to show and explain
celestial objects to the group.

Help an astronomy club in your community hold a star party that
is open to the public.

Personally take a series of photographs or digital images of the
movement of the Moon, a planet, an asteroid or meteoroid, or a comet.
In your visual display, label each image and include the date and time
it was taken. Show all positions on a star chart or map. Show your display
at school or at a troop meeting. Explain the changes you observed.

List at least three different career opportunities in astronomy. Pick
the one you in which are most interested and explain how to prepare for
such a career. Discuss with your counselor what courses might be useful
for such a career.

The wording of items 4c and 6 were revised slightly.. Requirements
4c and 6 now read as follows:

Demonstrate that you know how to use a bird field guide. Show
your counselor that you are able to understand a range map by locating in
the book and pointing out the wintering range, the breeding range, and/or
the year-round range of one species of each of the following types of birds:

Seabird

Plover

Falcon or hawk

Warbler or vireo

Heron or egret

Sparrow

Nonnative bird (introduced to North America from a foreign country
since 1800)

Explain the function of a bird's song.
Be able to identify five of the 20 species in your field notebook by song
or call alone. For each of these five species enter a description of the
song or call, and note the behavior of the bird making the sound. Note why
you think the bird was making the call or song that you heard.

Changes were made to virtually all of the requirements. The changes
that were made are shown below:

Show that you know first aid for and how to
prevent injuries or illnesses that could occur while camping, including
hypothermia, heatstroke, heat exhaustion,
frostbite, heat reactions, dehydration,
altitude sickness, insect stings,
sunburn, tick bites, snakebite,
and blisters, and hyperventilation
.

Learn the Leave No Trace principles and the Outdoor Code and explain
what they mean. Write a personal and group plan for implementing these principles
on your next outing..

Make a written plan for an overnight trek and explainshow how to get to your camping spot using a topographical
map and compass and a GPS receiver. If no GPS receiver
unit is available, explain how to use one to get to your camping spot
.

Make a chart showing how a typical patrol is organized
for an overnight campout. List assignments for each member.Do the following:

Make a duty roster showing how your patrol is
organized for an actual overnight campout. List assignments for each
member.

Help a Scout patrol or a Webelos Scout unit in
your area prepare for an actual campout, including creating the duty
roster, menu planning, equipment needs, general planning, and setting
up camp.

Do the following:

Prepare a list of clothing you would need for overnight campouts
in both warm weather
and in cold weather. Explain
the term "layering."

Discuss footwear for different kinds of weather and how the right
footwear is important for protecting your feet.

Explain the term "layering".
List the outdoor essentials necessary for any campout, and explain why
each item is needed.

Present yourself to your Scoutmaster with
your pack for inspection. Be correctly clothed and equipped for an overnight
campout.

Do the following:

Describe the features of four types of tents,
when and where they could be used, and how to care for tents.
Working with another Scout, pitch a tent.

Discuss the reasons and methods for water treatment.
Discuss camp sanitation.
Discuss the importance of camp sanitation and tell why water treatment
is essential. Then demonstrate two ways to treat water.

Describe the factors to be considered in deciding
where to pitch your tent.

(c) Tell the difference between
"internal"internal-
and "external"external-
frame packs. Discuss the advantages and disadvantages of each.

Discuss the types of sleeping bags and what kind would be suitable
for different conditions. Explain the proper care of your sleeping bag
and how to keep it dry . Make a comfortable
ground bed.

Prepare for an overnight campout with your patrol by doing the following:

Make a checklist of personal and patrol gear that will be needed.

(b) Prepare a camp menu
that is right for backpacking.. Give recipes and make a food list for
your patrol. Plan two breakfasts, three lunches, and two suppers. Discuss
how to protect your food against bad weather, animals, and contamination.(c) Pack your own gear and your share of the
patrol equipment and food for proper carrying. Show that your pack is
right for quickly getting what is needed first, and that it has been
assembled property for comfort, weight, balance, size, and neatness.

Do the following:

Explain the safety procedures forwhen using a :

Using a propanePropane
or butane/propane stove

Using a liquidLiquid
fuel stove

Proper storage of extra fuel

Discuss the advantages and disadvantages of different types of lightweight
cooking stoves.

Cook for your patrol a trail meal requiring the
use of a lightweight stove.Prepare a camp menu. Explain how the menu would differ
from a menu for a backpacking or float trip. Give recipes and make a
food list for your patrol. Plan two breakfasts, three lunches, and two
suppers. Discuss how to protect your food against bad weather, animals,
and contamination.

Cook at least one breakfast, one lunch, and one
dinner for your patrol from the meals you have planned for requirement
8c. At least one of those meals must be a trail meal requiring the use
of a lightweight stove.

Show experience in camping by doing the following:

Camp a total of at least 20 days and 20 nights.
Sleep each night under the sky or in a tent you have
pitched. You may use a week of long-term camp toward this requirement.
Sleep each night under the sky or in a tent you have
pitched (long-term camp excluded).If the camp
provides a tent that has already been pitched, you need not pitch your
own tent.

On any of these camping experiences, you must do TWO of the following,
only with proper preparation and under qualified supervision:

Hike up a mountain, gaining at least 2,0001,000 vertical feet.

Backpack, snowshoe, or cross-country ski
for at least 4 miles.

Take a bike trip of at least 15 miles or at least four hours.

Plan and carry out a floatTake a nonmotorized trip on the water of at least four hours or 5
miles.

Plan and carry out an overnight snow camping
experience.

(5) Rappel down a rappel route of 30
feet or more.

On one of your campouts, performPerform a conservation project approved
in advance by the private
landowner or public land
managementmanaging agency.

Discuss how the things you did to earn this badge have taught you about
personal health and safety, survival, public health, conservation, and good
citizenship. In your discussion, tell how Scout spirit
and the Scout Oath and Law apply to camping and outdoor ethics.

The requirements were completely rewritten. The new requirements
read as follows:

Explain what citizenship in the world means to you and what you
think it takes to be a good world citizen.

Explain how one becomes a citizen in the United States, and explain
the rights, duties, and obligations of U.S. citizenship. Discuss the
similarities and differences between the rights, duties, and obligations
of U.S. citizens and the citizens of two other countries.

Do the following:

Pick a current world event. In relation to this current event,
discuss with your counselor how a country's national interest and
its relationship with other countries might affect areas such as"
its security, its economy, its values, and the health of its citizens.

Select a foreign country and discuss with your counselor how
its geography, natural resources, and climate influence its economy
and its global partnerships with other countries.

Do TWO of the following:

Explain international law and how it differs from national law.
Explain the role of international law and how international law
can be used as a tool for conflict resolution.

Using resources such as major daily newspapers, the Internet
(with your parent's permission), and news magazines, observe a current
issue that involves international trade, foreign exchange, balance
of payments, tariffs, and free trade. Explain what you have learned.
Include in your discussion an explanation of why countries must
cooperate in order for world trade and global competition to thrive.

Select TWO of the following organizations and describe their
role in the world.

The United Nations

The World Court

World Organization of the Scout Movement

The World Health Organization

Amnesty International

The International Committee of the Red Cross

CARE

Do the following:

Discuss the differences between constitutional and nonconstitutional
governments.

Name at least five different types of governments currently
in power in the world.

Show on a world map countries that use each of these five different
forms of government.

Do the following:

Explain how a government is represented abroad and how the United
States government is accredited to international organizations.

Describe the roles of the following in the conduct of foreign
relations.

Ambassador

Consul

Bureau of International Information Programs

Agency for International Development

United States and Foreign Commercial Service

Explain the purpose of a passport and visa for international
travel.

Do TWO of the following (with your parent's permission) and share
with your counselor what you have learned:

Visit the Web site of the U.S. State Department. Learn more
about an issue you find interesting that is discussed on this Web
site.

Visit the Web site of an international news organization or
foreign government, OR examine a foreign newspaper available at
your local library, bookstore, or newsstand. Find a news story about
a human right realized in the United States that is not recognized
in another country.

Visit with a student or Scout from another country and discuss
the typical values, holidays, ethnic foods, and traditions practiced
or enjoyed there.

Attend a world Scout jamboree.

Participate in or attend an international event in your area,
such as an ethnic festival, concert, or play.

This is a completely new merit badge. We assume the merit badge
was assigned ID number 137. The requirements are as follows:

Do the following:

Explain the precautions that must be taken when handling, storing,
and disposing of resins, reinforcements, and other materials used
in composites. Include in your discussion the importance of health,
safety, and environmental responsibility and awareness.

Describe what a material safety data sheet (MSDS) is and tell
why it is used.

Do the following:

Explain what are composite materials. Include a brief history
of composites and how they have developed.

Compare the similarities and differences between composites
and wood, aluminum, copper, and steel. Explain the physical, electrical,
mechanical, corrosive, flammability, cost, and other such properties.
For each of these raw materials, give one example for how it can
be shaped and used for a specific application.

Describe how composite materials are made. Then do the following:

Discuss three different composite reinforcement materials, their
positive and negative characteristics, and their uses. Obtain the
MSDS for each one and discuss the toxicity, disposal, and safe-handling
sections for these materials.

Discuss three different resins used in composites, their positive
and negative characteristics, and their uses. Obtain the MSDS for
each one and discuss the toxicity, disposal, and safe-handling sections
for these materials. Include thermoset resins and thermoplastic
resins in your discussion.

For each of the three resins you chose for requirement 3b, think
of a new application that might be worth developing.

With your parent's permission and your counselor's approval do ONE
of the following:

Visit a company that manufactures or repairs products made with
composites. Discuss what you learn with your counselor.

Find three composites-related Web sites. Share and discuss what
you learn with your counselor.

Do the following:

Use composite materials to complete two projects, at least one
of which must come from the Composite Materials merit badge pamphlet.
The second project may come from the pamphlet OR may be one you
select on your own that has been approved by your counselor in advance.

With your counselor's assistance, find an appropriate site where
the projects can be safely completed under your counselor's supervision
and/or the supervision of an adult approved by your counselor who
is knowledgeable about composites.

With your counselor, determine how the finished projects will
be evaluated. Using those guidelines, evaluate the completed projects
with your counselor.

Find out about three career opportunities in composite materials.
Pick one and find out the education, training, and experience required
for this profession. Discuss this with your counselor, and explain why
this profession might interest you.

Explain how the invention of the computer has affected society,
science, and technology. In your explanation, give a short history of
the computer.

Do the following:

Explain four different uses of computers.

Describe three ways you and your family could use a personal
computer other than for games and recreation.

Explain to your counselor the following:

The major parts of a computer system

How the types of files used to store text, sound, pictures,
and video are stored in a computer's memory

Do the following:

Explain what a program is and how it is developed.

Give three examples of programming languages, and describe their
uses.

Name four software packages you or your family could use, and
explain how you would use them.

Discuss ways you can help protect a computer from viruses and
how to keep secure information that has been saved on a computer.

Describe how computers are linked to form the Internet and the
World Wide Web.

Do THREE of the following:

Use a database manager to create a troop roster that includes
the name, rank, patrol, and telephone number of each Scout. Show
your counselor that you can sort the register by each of the following
categories: rank, patrol, and alphabetically by name.

Use a spreadsheet program to develop a food budget for a patrol
weekend campout.

Use a word processor to write a letter to the parents of your
troop's Scouts inviting them to a court of honor. Use the program's
mail merge feature to make a personalized copy of the letter for
each family.

Use a computer graphics program to design and draw a campsite
plan for your troop, OR design a flyer for an upcoming troop event.

Using a software package of your choice, develop a short presentation
about a topic that has been approved by your counselor. For your
presentation create at least 10 slides.

Using an Internet search engine, find ideas about how to conduct
a troop court of honor or campfire program. Print out a copy of
the ideas from at least three different Web sites. Share what you
found with your counselor, and explain how you used the search engine
to find this information.

Using a digital camera, take a picture of a troop activity.
Transfer the picture file to a computer and use photographic software
to make it small enough to send easily as an e-mail attachment.
Then, using a computer connected to the Internet (with your parent's
permission), send an e-mail to someone you know. In your message,
include the photograph as an attachment. Verify that the person
received your e-mail and was able to view the attachment.

Describe two computer chip-based devices, and explain how they
are "smarter" because of the chip and its program.

Do ONE of the following:

Visit a business or an industrial plant that uses computers.
Observe what tasks the computers accomplish, and be prepared to
discuss what you have learned.

Using a software package of your choice for computer aided design
(CAD), create an engineering-style drawing of a simple object. Include
the top, bottom, and at least one side view and the dimensions.

Use a general purpose programming language to write a simple
program application of your choice, subject to approval by your
counselor.

Design a Web page for your troop, patrol, school, or place of
worship. You need not post the page to a Web site. However, if you
decide to do so, you will first need to get your parent's permission
and your counselor's approval, as well as permission from the host
site.

For each of the following categories, discuss several related terms:
input and output devices, storage media, memory, processors and coprocessors,
modems or network cards, networks, World Wide Web and Internet, electronic
mail, Wi-Fi.

Explain the following to your counselor:

Why it is not permissible to accept a free copy of a copyrighted
computer game or program from a friend

The restrictions and limitations of downloading music from the
Internet

Why copyright laws exist

Pick two career opportunities in the computer field that interest
you. Find out what education, training, and experience those positions
require. Report what you learn to your counselor.

Requirement 1 was revised. Old requirements 3 and 8 were deleted. Old
requirements 4, 5, 6, and 9 were renumbered as 3, 4, 5, and 8. Old Items
4a and 4e were deleted, and items 4b, 4c, and 4d became 3a, 3b, and 3c.
The introduction to Old item 5 (now item 4) was revised. A new Item 6 was
added. Item 7 was revised by adding text with the old text became part of
item 7b. A new Item 9 was added. The changes are shown below:

Define "crime" and "crime prevention".Discuss the role and value of laws in society with
regard to crime and crime prevention. Include in your discussion the
definitions of "crime" and "crime prevention."

Prepare a notebook of newspaper and other clippings that addresses
crime and crime prevention efforts in your community.

Do the following:

Talk to a store owner or manager about the
impact of crime on the way the store is run and how crime affects
prices.

Talk with a school teacher, principal, or
school officer about the impact of crime in your school.

Explain what a neighborhood watch is and how
it can benefit your neighborhood.

Define white-collar crime and explain how
it affects all citizens of the United States.

4. Discuss the following with
your counselor:

The role of a sheriffs department or police
department in crime prevention .
(b) The role of citizens, including youth, in crime prevention

(c) Gangs and their impact on the community

(d) When and how to report a crime
(e) The role and value of laws in society

5.Do the following:After doing EACH of the following, discuss
with your counselor what you have learned.

Inspect your neighborhood for opportunities that may lead to
crime. Learn how to do a crime prevention survey.

Using the checklist in this (the merit badge) pamphlet, conduct
a security survey of your home and discuss the results with your
family.

6. Teach your family or patrol members
how to protect themselves from crime at home. at school, in your community,
and while traveling.

Help raise awareness about one school safety issue
facing students by doing ONE of the following:

Create a poster for display on a school bulletin
board.

With permission from school officials, create
a page long public service announcement that could be read over
the public address system at school or posted on the school's Web
site.

Make a presentation to a group such as a Cub
Scout den that addresses the issue.

Visit a jail or detention facility. Discuss your
experience with your counselor.Do ONE of the following:

Assist in the planning and organization of
a crime prevention program in your community such as Neighborhood
Watch, Community Watch, or Crime Stoppers. Explain how this program
can benefit your neighborhood.

With your parent's and counselor's approval,
visit a jail or detention facility or a criminal court hearing.
Discuss your experience with your counselor.

Discuss with your counselor the purpose and operation
of agencies in your community that help law enforcement personnel prevent
crime, and how the agencies help in emergency situations.
9. Discuss the following with your counselor:

How drug abuse awareness programs, such as "Drugs: A Deadly
Game," help prevent crime

Why alcohol, tobacco, and marijuana are sometimes called "gateway
drugs" and how "gateway drugs" can lead to the use of other drugs

Three resources in your city where a person with a drug problem
or drug-related problem can go for help

How the illegal sale and use of drugs lead to other crimes

How to recognize child abuse

The "three R's" of Youth Protection

Discuss the following with your counselor:

The role of a sheriff's or police department
in crime prevention.

The purpose and operation of agencies in your
community that help law enforcement personnel prevent crime, and
how those agencies function during emergency situations.

Explain the role private security plays in
crime prevention.

Choose a career in the crime prevention or
security industry that interests you. Describe the level of education
required and responsibilities of a person in that position. Tell
why this position interests you.

Discuss with your counselor proper disability etiquette and
person first language. Explain why these are important.

Visit an agency that works with people with physical, mental,
emotional, or educational disabilities. Collect and read information
about the agency's activities. Learn about opportunities its members
have for training, employment, and education.

Do TWO of the following:

Talk to a Scout who has a disability and learn about his
experiences taking part in Scouting activities and earning different
merit badges.

Talk to an individual who has a disability and learn about
this person's experiences and the activities in which this person
likes to participate.

Learn how people with disabilities take part in a particular
adaptive sport or recreational activity. Discuss what you have
learned with your counselor.

Learn about independent living aids such as service animals,
canes, and teletypewriters (TTYs). Discuss with your counselor
how people use such aids.

Visit TWO of the following locations and take notes about the
accessibility to people with disabilities. In your notes, give examples
of five things that could be done to improve upon the site and five
things about the site that make it friendly to people with disabilities.
Discuss your observations with your counselor.

Your school

Your place of worship

Your Scout camping site

A public exhibit or attraction (such as a theater, museum,
or park)

Explain what advocacy is. Do ONE of the following advocacy activities:

Present a counselor approved disabilities awareness program
to a Cub Scout pack or other group. During your presentation,
explain and use person first language.

Find out about disability awareness education programs in
your school or school system, or contact a disability advocacy
agency. Volunteer with a program or agency for eight hours.

Using resources such as disability advocacy agencies, government
agencies, the Internet (with your parent's permission), and
news magazines, learn about myths and misconceptions that influence
the general public's understanding of people with disabilities.
List 10 myths and misconceptions about people with disabilities
and learn the facts about each myth. Share your list with your
counselor, then use it to make a presentation to a Cub Scout
pack or other group.

Make a commitment to your merit badge counselor describing what
you will do to show a positive attitude about people with disabilities
and to encourage positive attitudes among others. Discuss how your
awareness has changed as a result of what you have learned.

Name five professions that provide services to people with disabilities.
Pick one that interests you and find out the education, training,
and experience required for this profession. Discuss what you learn
with your counselor, and tell why this profession interests you.

Find an article on the use or conservation of energy. Discuss
with your counselor what in the article was interesting to you,
the questions it raises, and what ideas it addresses that you
do not understand.

After you have completed requirements 2 through 8, revisit
the article you found for requirement la. Explain to your counselor
what you have learned in completing the requirements that helps
you better understand the article.

Show you understand energy forms and conversions by doing the
following:

Explain how THREE of the following devices use energy, and
explain their energy conversions: toaster, greenhouse, lightbulb,
bow drill, nuclear reactor, sweat lodge.

Construct a system that makes at least two energy conversions
and explain this to your counselor.

Show you understand energy efficiency by explaining to your
counselor a common example of a situation where energy moves through
a system to produce a useful result. Do the following:

Identify the parts of the system that are affected by the
energy movement.

Name the system's primary source of energy.

Identify the useful outcomes of the system.

Identify the energy losses of the system.

Conduct an energy audit of your home. Keep a 14 day log that
records what you and your family did to reduce energy use. Include
the following in your report and, after the 14 day period, discuss
what you have learned with your counselor.

List the types of energy used in your home such as electricity,
wood, oil, liquid petroleum, and natural gas, and tell how each
is delivered and measured, and the current cost; OR record the
transportation fuel used, miles driven, miles per gallon, and
trips using your family car or another vehicle.

Describe ways you and your family can use energy resources
more wisely. In preparing your discussion, consider the energy
required for the things you do and use on a daily basis (cooking,
showering, using lights, driving, watching TV, using the computer).
Explain how you can change your energy use through reuse and
recycling.

In a notebook, identify and describe five examples of energy
waste in your school or community. Suggest in each case possible
ways to reduce this waste. Describe the idea of trade offs in energy
use. In your response, do the following:

Explain how the changes you suggest would lower costs, reduce
pollution, or otherwise improve your community.

Explain what changes to routines, habits, or convenience
are necessary to reduce energy waste. Tell why people might
resist the changes you suggest.

Prepare pie charts showing the following information, and explain
to your counselor the important ideas each chart reveals. Tell where
you got your information. Explain how cost affects the use of a
nonrenewable energy resource and makes alternatives practical.

The energy resources that supply the United States with
most of its energy

The share of energy resources used by the United States
that comes from other countries

The proportion of energy resources used by homes, businesses,
industry, and transportation

The fuels used to generate America's electricity

The world's known and estimated primary energy resource
reserves

Tell what is being done to make FIVE of the following energy
systems produce more usable energy. In your explanation, describe
the technology, cost, environmental impacts, and safety concerns.

Biomass digesters or waste to energy plants

Cogeneration plants

Fossil fuel power plants

Fuel cells

Geothermal power plants

Nuclear power plants

Solar power systems

Tidal energy, wave energy, or ocean thermal energy conversion
devices

Wind turbines

Find out what opportunities are available for a career in energy.
Choose one position that interests you and describe the education
and training required.

Changes were made to requirement 2. In requirement 3, new activities
were added to each area of study and existing sections were revised.
Old requirement 4 was deleted. Old requirement 5 became requirement
4, with changes. Old requirements 6 & 7 were removed and replaced with
a new requirement 5. Old requirement 8 was revised and became requirement
6. The changes are shown below:

Do ONE activity in EACH of the following categories (using the
activities in this {the merit badge}pamphlet as the basis for planning
and carrying out your projects):

Ecology

Discuss what is an ecosystem. Tell
how it is maintained in nature and how it survives.

Air Pollution

Record the trips taken, mileage, and
fuel consumption of a family car for seven days, and calculate
how many miles per gallon the car gets. Determine whether
any trips could have been combined ("chained") rather than
taken out and back. Using the idea of trip chaining, determine
how many miles and gallons of gas could have been saved
in those seven days.

(2) Conduct a study to test the effects
of acid rain on plants. Discuss your findings with your
counselor. Explain what is acid rain. In your explanation,
tell how it affects plants and the environment and the steps
society can take to help reduce its effects.

Water Pollution

Describe the impact of a waterborne
pollutant on an aquatic community. Write a 100-word report
on how that pollutant affected aquatic fife, what the effect
was, and whether the effect is linked to biomagnification.

Land Pollution

Perform an experiment to determine the effect of an oil
spill on land. Share your journal and
discussDiscuss your conclusions
with your counselor.

Photograph an area affected by erosion.
Share your photographs with your counselor and discuss why
the area has eroded and what might be done to help alleviate
the erosion.

Endangered Species

With your parent's and counselor's
approval, work with a natural resource professional to identify
two projects that have been approved to improve the habitat
for a threatened or endangered species in your area. Visit
the site of one of these projects and report on what you
saw.

Pollution Prevention, Resource Recovery,
and Conservation

Look around your home and determine
10 ways your family can help reduce pollution. Practice
at least two of these methods for seven days and discuss
with your counselor what you have learned.

Determine 10 ways to conserve resources
or use resources more efficiently in your home, at school,
or at camp. Practice at least two of these methods for seven
days and discuss with your counselor what you have learned.

(1) Perform an experiment on
packaging materials to find out which ones are biodegradable.
Discuss your conclusions with your counselor.

Find out if your local community has
a recycling program in effect. If it does, find out what
items are recycled, and who pays for recycling. If your
community does not have a recycling program, write questions
for and conduct a survey on recycling. Include questions
about attitudes toward recycling, what should be recycled,
and your community's willingness to support a recycling
program. Discuss your findings with your counselor.

Build an ecosystem in a bottle. Include soil,
plants, fungi, and small animals found in your local environment.
Maintain the ecosystem for at least seven days after completing
construction of the ecosystem. Observe it daily, and keep a record
of your observations. Discuss your observations with your counselor.
(5) Choose an outdoor
area to study. In your study area, do ONE of the following:
Choose two outdoor study areas that are very different
from one another (e.g., hilltop vs. bottom of a hill; field vs.
forest; swamp vs. dry land). For BOTH study areas, do ONE
of the following:

Mark off three study plotsa plotof 4 square
yards eachin each study area
, and count the number of species found there.
Then estimateEstimate
how much space is occupied by each plant
species found in the plotsand the type and number of nonplant species
you find . Write a report that adequately discusses the
biodiversity and population density of your
study areathese study areas
. Discuss your report with your counselor.

Make four visits to the study areaMake at least three visits to each of the
two study areas (for a total of six visits) , staying
for at least 20 minutes each time, to observe the living and
nonliving parts of the ecosystem. Space each
visit far enough apart that there are readily apparent differences
in the observations. Keep a journal of your observations, including a discussion of differences
noted during the fourvisits. Write
a report on your observations and discuss itthat includes the differences you observe.
Then, write a short report that adequately addresses your observations,
including how the differences of the study areas might relate
to the differences noted, and discuss this with your
counselor.

Using the construction project provided or
a plan you create on your own, identify the items that would need
to be included in an environmental impact statement for the project
planned.

Propose a hypothetical construction project
in your community and prepare a limited environmental impact statement
for the project. Study the area to see what the impact of the project
might be upon the living and nonliving parts of the ecosystem.
Find out about three career opportunities in environmental
science. Pick one and find out the education, training, and experience
required for this profession. Discuss this with your counselor,
and explain why this profession might interest you.

Develop a project that would help solve an
environmental problem, reduce an environmental impact, or affect
environmental awareness in your community. Include plans for a specific
project that could be done by your patrol or troop.

Discuss three possible careers in the field
of environmental science. Identify the education that you would
need to pursue ONE of these careers.

The requirements were substantially rewritten. The revisions are
shown below.

Prepare a field notebook, make a collection, and identify 15
species of trees, wild shrubs, or vines
in a local forested area. Include a written description
of:Write a description in which you identify
and discuss the following:

The important ways each tree, shrub, or
vine is used by humans or wildlife and whether the species is
native or was introduced to the area. If it is not native, explain
whether it is considered invasive or potentially invasive.Chief ways each tree or shrub is used by human
and wildlife.
d. The forest's successional stage, what its history has been,
and what its future is.

Do ONE of the following:

Collect and identify wood samples of 10 species of trees.
List several ways the wood of each
species of wood can be used.

Find and examine several stumps or logsthree stumps, logs, or core samples
that show variations in the growth rate of their ring patterns.
In the field notebook you prepared for requirement
1, describe the location or origin of each example (including
elevation, aspect, slope, and the position on the slope), and
discuss possible reasons for the variations in growth rate.
Photograph or sketch each example.Prepare a field notebook describing their location and discuss
possible reasons for the variations.

Find and examine two types of animal,
insect, or damage on trees. In the field notebook you prepared
for requirement 1, identify the damage, explain how the damage
was caused, and describe the effects of the damage on the trees.
Photograph or sketch each example.

Be able to doDo
the following:

Describe contributions forests make to:

Our economy in the form of products.

Our social well-being, including recreation

2. Soil protection and increased
fertility.

3. Clean water.

4. Clean air.
(carbon cycling, sequestration)

5. Wildlife
habitat

6. RecreationFisheries habitat

Threatened and endangered species
of plants and animals

Tell which watershed or other source your community relies
on for its water supply.

Be able to describeDescribe what forest management means,
including the following :

Multiple-use management

Sustainable forest management

b . Even-aged and uneven-aged management
and silvicultural systems associated with each type.

c. Intermediate cuttings.

d. HowThe role of prescribed burning and
related forest management practices are used
.

With your parent's and counselor's approval,
doDo ONE of the following:

Visit a managed public or private forest area with its manager
or someonea forester
familiar with it. Write a brief report describing
the type of forest, the management objectives,
and the forestry techniques used to achieve the objectives.

The type of forest

The management objectives

The forestry techniques used to achieve
the objectives.

Take a trip to a logging operation or wood-using industrial
plant and write a brief report describing:

The species and size of trees being harvested or used
and the location of the harvest area or
manufacturer .

The origin of the forest or stands
of trees being utilized (e.g., planted or natural)

The forest's successional stage. What
is its future?

Where the trees are coming from (land
ownership) or where they are going (type of mill or processing
plant)2. Where
the trees are going to or coming from.

The products that are made from the
trees
3. What products are made from
the trees or at the plant.

4. How the products are made
and used .

5. How the
products are used.
6. How waste materials from the logging operation
or manufacturing plant are disposed
of or utilized.

Take part in a forest-fire prevention
campaign in cooperation with your local fire warden, state wildfire
agency, forester, or counselor. Write a brief report describing
the campaign, how it will help prevent wildfires, and your part
in it.

Be able to doDo
the following:

Describe the consequences to forests that
result from FIVE of the following elements: wildfire, absence
of fire, insects, tree diseases, air pollution, overgrazing,
deer or other wildlife overpopulation, improper harvest, and
urbanization.Describe the damages to forests that result
from:

Wildfire.

Insects.

Tree disease.

Overgrazing.

Improper harvest

Explain what can be done to reduce the
consequences you discussed in 6a.Tell what can be done to reduce these damages.

TellDescribe
what you should do if you discover a forest fire and how
to control ita professional
firefighting crew might control it. Name your state or local
wildfire control agency.

Visit one or more local foresters and write
a brief report about the person (or persons). Or, write about a
forester's occupation including the education, qualifications, career
opportunities, and duties related to forestry.Do ONE of the following:

Assist in carrying out a project that
meets one or more of these objectives: timber stand improvement,
watershed improvement, wildlife habitat improvement, recreation
are improvement or range improvement.

Take a part in a forest fire prevention
campaign in cooperation with your local fire warden, forester,
or counselor.

Visit with one or more local foresters
and write a brief report including education, qualifications,
career opportunities, and objectives relating to forestry.

The requirements were substantially rewritten. The revisions are
shown below.

Explain the meaning of genealogy and genealogical
resources.Explain to your counselor what the words
genealogy, ancestor, and descendant mean.

2. Begin a pedigree chart with yourself and
fill it in as far as you can at the beginning of your project. Add
any additional names, dates, or places that you find.
3. Show yourself as a child on a family group record form, and show
one of your parents as a child on another family group record form.
4. Interview an older relative to obtain information about your
family. This interview may be in person, by telephone, or by letter.
Add any information obtained to your pedigree chart and family group
records.
5. Obtain at least one genealogical document showing proof of some
information on your pedigree chart or family group records. This
document may be located in your home, a courthouse, an archive,
or library, etc.
6. Tell how you would evaluate genealogical information.
7. Do ONE of the following:

Do a time line for yourself or for a close
relative. Then write a short biography based
on that time line.

Keep a journal for 6 weeks, writing in
at least once weekly.You must write
in it at least once a week.

Write a short history of yourself or of
a close relative.

With your parent's help, choose a relative
or a family acquaintance you can interview in person, by telephone,
or by e-mail or letter. Record the information you collect so you
do not forget it.8. Do ONE of the following:

Tell how the development of computers
is affecting the world of genealogy.

Tell how the development of photography
(including microfilming) had influenced genealogy.

Tell how personal and family history have
begun to influence the way society looks at local, national,
and international history.

Do the following:

Name three types of genealogical resources
and explain how these resources can help you chart your family
tree.

Obtain at least one genealogical document
that supports an event that is or can be recorded on your pedigree
chart or family group record. The document could be found at
home or at a government office, religious organization, archive,
or library.

Tell how you would evaluate the genealogical
information you found for requirement 4b.

9. Contact ONE if the following and ask a
question relating to its genealogical services or activities; report
the results:Contact ONE of the following individuals or institutions.
Ask what genealogical services, records, or activities this individual
or institution provides, and report the results:

A genealogical or lineage society

A professional genealogist (someone who
gets paid for doing genealogical research)

b. A surname organization,
such as your family's organizationc. A professional genealogist

A genealogical education facility or institution.

A genealogical record repository of any type (courthouse,
genealogical library, state or national archivearchives, state library,
national archives, etc.)

10. Tell where you would find current information
about genealogical records and research methods.Begin your family tree by listing yourself
and include at least two additional generations. You may complete
this requirement by using the chart provided in the Genealogy merit
badge pamphlet or the genealogy software program of your choice.

Complete a family group record form, listing
yourself and your brothers and sisters as the children. On another
family group record form, show one of your parents and his or her
brothers and sisters as the children. This requirement may be completed
using the chart provided or the genealogy software program of your
choice.

Do the following:

Explain the effect computers and the Internet
are having on the world
of genealogy.

Define geology. Discuss how geologists learn about rock formations.
In geology, explain why the study of the present is important to
understanding the past.

Pick three resources that can be extracted or mined from Earth
for commercial use. Discuss with your counselor how each product
is discovered and processed.

Review a geologic map of your area with your counselor and discuss
the different rock types and estimated ages of rocks represented.
Determine whether the rocks are horizontal, folded, or faulted,
and explain how you arrived at your conclusion.

Do ONE of the following:

With your parent's and counselor's approval, visit with
a geologist, land use planner, or civil engineer. Discuss this
professional's work and the tools required in this line of work.
Learn about a project that this person is now working on, and
ask to see reports and maps created for this project. Discuss
with your counselor what you have learned.

Learn about the career opportunities available in geology.
Pick one that interests you and explain how to prepare for such
a career. Discuss what courses might be useful for such a career.
You may use resources found on the Internet (with your parent's
permission), at the library, in books and articles from periodicals,
from television programs, and at school.

Complete ONE of the options listed below A, B, C, or D.

Surface and Sedimentary Processes Option

Conduct an experiment approved by your counselor that
demonstrates how sediments settle from suspension in water.
Explain to your counselor what the exercise shows and why
it is important.

Using topographical maps provided by your counselor,
plot the stream gradients (different elevations divided
by distance) for four different stream types (straight,
meandering, dendritic, trellis). Explain which ones flow
fastest and why, and which ones will carry larger grains
of sediment and why.

On a stream diagram, show areas where you will ,find
the following features: cut bank, fill bank, point bar,
medial channel bars, lake delta. Describe the relative sediment
grain size found in each feature.

Conduct an experiment approved by your counselor that
shows how some sedimentary material carried by water may
be too small for you to see without a magnifier.

Visit a nearby stream. Find clues that show the direction
of water flow, even if the water is missing. Record your
observations in a notebook, and sketch those clues you observe.
Discuss your observations with your counselor.

Energy Resources Option

List the top five Earth resources used to generate electricity
in the United States.

Discuss source rock, trap, and reservoir rock - the
three components necessary for the occurrence of oil and
gas underground.

Explain how each of the following items is used in subsurface
exploration to locate oil or gas: reflection seismic, electric
well logs, stratigraphic correlation, offshore platform,
geologic map, subsurface structure map, subsurface isopach
map, and core samples and cutting samples.

Using at least 20 data points provided by your counselor,
create a subsurface structure map and use it to explain
how subsurface geology maps are used to find oil, gas, or
coal resources.

Do ONE of the following activities:

Make a tabletop display showing how oil and gas
or coal is found, extracted, and processed. You may
use maps, books, articles from periodicals, and research
found on the Internet (with your parent's permission).
Share the display with your counselor or a small group
(such as your class at school) in a five minute presentation.

With your parent's and counselor's permission and
assistance, arrange for a visit to an operating drilling
rig. While there, talk with a geologist and ask to see
what the geologist does onsite. Ask to see cutting samples
taken at the site.

Mineral Resources Option

Define rock. Discuss the three classes of rocks including
their origin and characteristics.

Collect 10 different rocks or minerals. Record in
a notebook where you obtained (found, bought, traded)
each one. Label each specimen, identify its class and
origin, determine its chemical composition, and list
its physical properties. Share your collection with
your counselor.

With your counselor's assistance, identify 15 different
rocks and minerals. List the name of each specimen,
tell whether it is a rock or mineral, and give the name
of its class (if it is a rock) or list its identifying
physical properties (if it is a mineral).

List three of the most common road building materials
used in your area. Explain how each material is produced
and how each is used in road building.

Do ONE of the following activities:

With your parent's and counselor's approval, visit
an active mining site, quarry, or sand and gravel pit.
Tell your counselor what you learned about the resources
extracted from this location and how these resources
are used by society.

With your counselor, choose two examples of rocks
and two examples of minerals. Discuss the mining of
these materials and describe how each is used by society.

With your parent's and counselor's approval, visit
the office of a civil engineer and learn how geology
is used in construction. Discuss what you learned with
your counselor.

Earth History Option

Create a chart showing suggested geological eras and
periods. Determine which period the rocks in your region
might have been formed.

Explain to your counselor the processes of burial and
fossilization, and discuss the concept of extinction. Identify
three plants or animals on the threatened or endangered
list of the U.S. Fish and Wildlife Service.

Collect 10 different fossil plants or animals. Record
in a notebook where you obtained (found, bought, traded)
each one. Classify each specimen to the best of your ability,
and explain how each one might have survived and obtained
food. Tell what else you can learn from these fossils.

Do ONE of the following:

Visit a science museum or the geology department
of a local university that has fossils on display. With
your parent's and counselor's approval, before you go,
make an appointment with a curator or guide who can
show you how the fossils are preserved and prepared
for display.

Visit a structure in your area that was built using
fossiliferous rocks. Determine what kind of rock was
used and tell your counselor the kinds of fossil evidence
you found there.

Explain how the following elements and terms affect the quality
of a picture:

Light-natural light/ambient, flash

Exposure-aperture (f-stops), shutter speed, depth of field

Composition-rule of thirds, leading lines, framing, depth

Angle of view

Stopping action

Explain the basic parts and operation of a film camera or digital
camera. Explain how an exposure is made when you take a picture.

Discuss with your counselor the differences between a film camera
and a digital camera. List at least five advantages and five disadvantages
of using a digital camera versus using a film camera.

Do ONE of the following:

Produce a picture story using the photojournalistic technique
of documenting an event. Share your plan with your counselor
and get your counselor's input and approval before you proceed.
Then, using either a film camera or a digital camera, produce
your approved picture story. Process your images and select
eight to 12 images that best tell your story. Arrange your images
in order, then mount the prints on a poster board. If you are
using digital images, you may create a slide show on your computer
or produce printouts for your poster board. Share your picture
story with your counselor.

Choose a topic that interests you to photograph for an exhibit
or display. Get your counselor's approval, then photograph (digital
or film) your topic. Process your images. Choose 20 of your
favorite images and mount them on poster board. Share your display
with your counselor. If you are using digital images, you may
create a slide show on your computer or produce printouts for
your poster board.

Discuss with your counselor the career opportunities in photography.
Pick one that interests you and explain how to prepare for such
a career. Discuss with your counselor the education and training
such a career would require.

The requirements were substantially rewritten. The revisions are
shown below.

Demonstrate how to coil and throw a 40-foot
length of 1/4 inch rope.Show that you know first aid for injuries
or illness that could occur while working on pioneering projects,
including minor cuts and abrasions, bruises, rope burns, blisters,
splinters, sprains, heat and cold reactions, dehydration, and insect
bites or stings.

Present five different rope samples, of any
size or material. Explain the characteristics of each type of rope
-- its strength, mildew resistance, durability, and stretch. Explain
where and how each type of rope can be used in pioneering.Do the following:

Successfully complete Tenderfoot requirements
4a and 4b and First Class requirements 7a, 7b, and 7c. (These
are the rope-related requirements.)

Demonstrate how to tie the following seven
basic knots: square knot, timber hitch, clove hitch, bowline, sheepshank,
sheet bend, and roundturn with two half- hitches. Also select five
more knots found in the PIONEERING merit badge pamphlet. Tie each
one for the examiner, and tell where it could be used in pioneering,
camping, or other Scout activities.Explain why it is useful to be able to
throw a rope, then demonstrate how to coil and throw a 40-foot length
of 1/4- or 3/8-inch rope. Explain how to improve your throwing distance
by adding weight to the end of your rope.

Explain the differences between synthetic
ropes and natural-fiber ropes. Discuss which types of rope are suitable
for pioneering work and why. Include the following in your discussion:
breaking strength, safe working loads, and the care and storage
of rope.

4. Demonstrate how to make the back splice,
eye splice, and short splice using 1/4-inch three-strand rope.Explain the uses for the back splice, eye
splice, and short splice. Using 1/4- or 3/8-inch three-stranded
rope, demonstrate how to form each splice.

5. Construct a device or machine to make rope.
Then use the device with binder twine to make a 6-foot length of
ropeUsing a rope-making device or machine,
make a rope at least 6 feet long consisting of three strands,
each having three yarns. Also demonstrate one
method of whipping the end of the rope.

6. Build a three-two-one
or a log-and-stakes anchor using pioneering stakes. Build the anchor
at a size suitable to anchor one end of a monkey bridge.Build a scale model of a signal tower or a monkey
bridge. Correctly anchor the model using either the 1-1-1 anchoring
system or the log and stake anchoring method. Describe the design
of your project and explain how the anchoring system works.

7. Demonstrate the use of rope tackle
to lift a weight of 25 pounds and pulling. Pull a log at least 6 inches in diameter
and 6 feet long with the tackle. Use the tackle to put
tensiona strain
on a line. Explain the advantages and limitations
of using a rope tackle. In your explanation, describe the potential
damage that friction can do to a rope.

8. By yourself, build an
A-trestle OR X-trestle OR H-trestleH-frame trestle with
ropes and spars using square and diagonal lashings.
Explain the application of the trestle you build.
Demonstrate how to tie two spars together using a
west country shear lashing.

9. With a group of Scouts,
OR on your own, selectbuild a pioneering project.
Before building, present a rough sketch of the
project and a list of the ropes and spars needed to build it.With your counselor's guidance, create a rough
sketch of the project. Make a list of the ropes and spars needed,
then build the project. (Note: This requirement may be done
at summer camp, at district or council
events, or on a troop camp outing.)

Make a drawing and identify five or more parts of a flowering
plant. Tell what each part does.

Explain photosynthesis and tell why this process is important.
Tell at least five ways that humans depend on plants.

Explain how water, light, air, temperature, pollinators, and
pests affect plants. Describe the nature and function of soil and
explain its importance. Tell about the texture, structure, and composition
of fertile soil. Tell how soil may be improved.

Tell how to propagate plants by seeds, roots, cuttings, tubers,
and grafting. Grow a plant by ONE of these methods.

List by common name at least 10 native plants and 10 cultivated
plants that grow near your home. List five invasive nonnative plants
in your area and tell how they may be harmful. Tell how the spread
of invasive plants may be avoided or controlled in ways that are
not damaging to humans, wildlife, and the environment.

Name and tell about careers in agronomy, horticulture, and botany.
Write a paragraph about a career in one of these fields that interests
you.

Choose ONE of the following options and complete each requirement:

Agronomy

Describe how to prepare a seedbed.

Make and use a seed germination tester to test 50 seeds
of four of the following plants: corn, cotton, alfalfa,
soybeans, clover, wheat, rice, rye, barley. Determine the
percentage of live seeds.

Tell about one important insect pest and one important
disease that damage each of the following: corn, small grains,
cotton. Collect and name five weeds that compete with crops
in your locality. Tell how to control these weeds without
harming people, wildlife, or useful insects.

On a map of the United States, identify the chief regions
where corn, cotton, forage crops, small grain crops, and
oil crops grow. Tell how climate and location of these regions
make them leaders in the production of these crops.

Complete ONE of the following alternatives:

Corn

Grow a plot of corn and have your plot inspected
by your counselor. Record seed variety or experimental
code number.

Tell about modern methods of commercial corn
farming and the contributions that corn makes to
today’s food and fuel supply.

Tell about an insect that can damage corn, and
explain how it affects corn production and how it
is controlled.

Cotton

Grow a plot of cotton and have your plot inspected
by your counselor.

Tell about modern methods of commercial cotton
farming, and about the uses of cotton fiber and
seed and the economic value of this crop.

Tell about an insect that can damage cotton,
and explain how it affects cotton production and
how it is controlled.

Forage Crops

Collect, count, and label samples of each for
display: perennial grasses, annual grasses, legumes,
and broadleaf weeds. Indicate how each grass and
legume is used. Tell the kind of site where you
found each sample.

Explain how legumes can be used to enrich the
soil and how they may deplete it under certain conditions.
Explain how livestock may enrich or deplete the
soil.

Name five poisonous plants that are dangerous
to livestock, and tell the different ways of using
forage crops as feed for livestock.

Small Grains

Give production figures for small grain crops
listed in the U.S. Statistical Report or Agricultural
Statistics Handbook for the latest year available.

Help in harvesting a crop of grain. Tell how
to reduce harvesting losses and about modern methods
of growing one small grain crop.

Visit a grain elevator, flour mill, cereal plant,
feed or seed company. Talk with the operator. Take
notes, and describe the processes used and tell
your patrol, troop, or class about your visit.

Oil Crops

Grow a plot of soybeans and have your plot inspected
by your counselor.

Tell about modern methods of growing soybeans
on a commercial scale, and discuss the contributions
soybeans make to our food supply.

Explain why a killing frost just after emergence
is critical for soybeans.

Horticulture

Visit one of the following places and tell what you
learned about horticulture there: public garden, arboretum,
retail nursery, wholesale nursery, production greenhouse,
or conservatory greenhouse.

Explain the following terms: hardiness zone, shade tolerance,
pH, moisture requirement, native habitat, texture, cultivar,
ultimate size, disease resistance, habit, evergreen, deciduous,
annual, perennial. Find out what hardiness zone you live
in and list 10 landscape plants you like that are suitable
for your climate, giving the common name and scientific
name for each.

Do ONE of the following:

Explain the difference between vegetative and sexual
propagation methods, and tell some horticultural advantages
of each. Grow a plant from a stem or root cutting or
graft.

Transplant 12 seedlings or rooted cuttings to larger
containers and grow them for at least one month.

Demonstrate good pruning techniques and tell why
pruning is important.

After obtaining permission, plant a tree or shrub
properly in an appropriate site.

Do EACH of the following:

Explain the importance of good landscape design
and selection of plants that are suitable for particular
sites and conditions.

Tell four types of things you could provide
to make your home landscape or park a better place
for birds and wildlife. List the common and scientific
names of 10 kinds of native plants that are beneficial
to birds and wildlife in your area.

Field Botany

Visit a park, forest, or other natural area near your
home. While you are there:

Determine which species of plants are the largest
and which are the most abundant. Note whether they cast
shade on other plants.

Record environmental factors that may influence
the presence of plants on your site, including latitude,
climate, air and soil temperature, soil type and pH,
geology, hydrology, and topography.

Record any differences in the types of plants you
see at the edge of a forest, near water, in burned areas,
or near a road or railroad.

Select a study site that is at least 100 by 100 feet.
Make a list of the plants in the study site by groups of
plants: canopy trees, small trees, shrubs, herbaceous wildflowers
and grasses, vines, ferns, mosses, algae, fungi, lichens.
Find out which of these are native plants and which are
exotic (or nonnative).

Tell how an identification key works and use a simple
key to identify 10 kinds of plants (in addition to those
in general requirement 5 above). Tell the difference between
common and scientific names and tell why scientific names
are important.

After gaining permission, collect, identify, press,
mount, and label 10 different plants that are common in
your area. Tell why voucher specimens are important for
documentation of a field botanist’s discoveries.

Obtain a list of rare plants of your state. Tell what
is being done to protect rare plants and natural areas in
your state. Write a paragraph about one of the rare plants
in your state.

Choose ONE of the following alternatives and complete
EACH of its requirements:

Tree Inventory

Identify the trees of your neighborhood or a
park or section of your town.

List the types of trees by scientific name and
give common names. Note the number and size (diameter
at 4 feet above ground) of trees observed and determine
the largest of each species in your study area.

Lead a walk to teach others about trees and
their value, OR write and distribute materials that
will help others learn about trees.

Transect Study

Visit two sites, at least one of which is different
from the one you visited for Field Botany requirement
1.

Use the transect method to study the two different
kinds of plant communities. The transects should
be at least 500 feet long.

At each site, record observations about the
soil and other influencing factors AND do the following.
Then make a graph or chart to show the results of
your studies.

Identify each tree within 10 feet of the
transect line.

Measure the diameter of each tree at 4 feet
above the ground, and map and list each tree.

Nested Plot

Visit two sites, at least one of which is different
from the one you visited for Field Botany requirement
1.

Mark off nested plots and inventory two different
kinds of plant communities.

At each site, record observations about the
soil and other influencing factors AND do the following.
Then make a graph or chart to show the results of
your studies.

Identify, measure, and map each tree in
a 100 by 100 foot plot. (Measure the diameter
of each tree at 4 feet above the ground.)

Identify and map all trees and shrubs in
a 10 by 10 foot plot within each of the larger
areas.

Identify and map all plants (wildflowers,
ferns, grasses, mosses, etc.) of a 4 by 4 foot
plot within the 10 by 10 foot plot.

Herbarium Visit

Write ahead and arrange to visit an herbarium
at a university, park, or botanical garden; OR,
visit an herbarium Web site (with your parent’s
permission).

Tell how the specimens are arranged and how
they are used by researchers. If possible, observe
voucher specimens of a plant that is rare in your
state.

Tell how a voucher specimen is mounted and prepared
for permanent storage. Tell how specimens should
be handled so that they will not be damaged.

Tell about the tools and references used by
botanists in an herbarium.

Plant Conservation Organization Visit

Write ahead and arrange to visit a private conservation
organization or government agency that is concerned
with protecting rare plants and natural areas.

Tell about the activities of the organization
in studying and protecting rare plants and natural
areas.

If possible, visit a nature preserve managed
by the organization. Tell about land management
activities such as controlled burning, or measures
to eradicate invasive (nonnative) plants or other
threats to the plants that are native to the area.

Explain what public health is. Explain how Escherichia colt
(E. coli), tetanus, AIDS, encephalitis, salmonellosis, and Lyme
disease are contracted. Then, pick any four of the following diseases
and explain how each one is contracted: gonorrhea, West Nile virus,
botulism, influenza, syphilis, hepatitis, emphysema, meningitis,
herpes, lead poisoning. For all 10 diseases, explain the type or
form of the disease (viral, bacterial, environmental, toxin), any
possible vectors for transmission, ways to help prevent the spread
of infection, and available treatments.

Do the following:

Explain the meaning of immunization.

Name five diseases against which a young child should be
immunized and two diseases against which everyone should be
reimmunized periodically.

Using the diseases you chose for requirement 1, discuss
the diseases for which there is currently no treatment or immunization.

Discuss the importance of safe drinking water in terms of the
spread of disease. Then, demonstrate two ways for making water safe
to drink that can be used while at camp. In your demonstration,
explain how dishes and utensils should be washed, dried, and kept
sanitary at home and in camp.

Explain what a vector is and how insects and rodents can be
controlled in your home, in your community, and at camp. Tell why
this is important. In your discussion, explain which vectors can
be easily controlled by individuals and which ones require long-term,
collective action.

With your parent's and counselor's approval, do ONE of the following:

Visit a municipal wastewater treatment facility OR a solid-waste
management operation in your community. Describe how the facility
safely treats and disposes of sewage or solid waste. Describe
how sewage and solid waste should be disposed of under wilderness
camping conditions.

Arrange to meet with the food service manager of a food
service facility (such as a restaurant or school cafeteria)
and visit this establishment. Observe food preparation, handling,
and storage, and learn how the facility keeps foods from becoming
contaminated. Find out what conditions allow microorganisms
to multiply in food and how conditions can be controlled to
help prevent the growth and dissemination of microorganisms.
Learn how microorganisms in food can be killed. Discuss what
you learned with your counselor.

Do the following:

Describe the health dangers from air, water, and noise pollution.

Describe health dangers from tobacco use and alcohol and
drug abuse.

With your parent's and counselor's approval, visit your city,
county, or state public health agency. Discuss how the agency addresses
the concerns raised in requirements 1 through 6 and how the services
provided by this agency affect your family. Then do the following:

Compare the four leading causes of mortality (death) in
your community for any of the past five years with the four
leading causes of morbidity (incidence of disease) in your community.
Explain how the public health agency you visited is trying to
reduce the mortality and morbidity rates of these leading causes
of illness and death.

Explain the role of the health agency you visited related
to the outbreak of diseases.

Discuss the kinds of public assistance the agency is able
to provide in case of disasters such as floods, storms, tornadoes,
earthquakes, and other acts of destruction. Your discussion
can include the cleanup necessary after a disaster occurs.

Pick a profession in the public health sector that interests
you. Find out the education, training, and experience required to
work in this profession. Discuss what you learn with your counselor.

The requirements were substantially rewritten. The revisions are
shown below.

Tell the history of papermaking. Describe the part paper products
play in our societyculture
and economy.

List the trees thatwhich are the major sources of papermaking
fibers. Then discuss what other uses are made
of the trees and of the forestland owned by the pulp and paper industry.
Describe the ways the industry plants, grows, and harvests trees.
Explain how the industry manages its forests so that the supply
of trees keeps pace with the demand, and tell about one way the
industry has incorporated a sustainable forestry concept. Give two
ways the papermaking industry has addressed pollution.

Tell what other uses are made of the trees
and of the forest land owned by the pulp and paper industry.

Describe ways the industry plants, grows,
and harvests trees.

Describe two ways of getting fibers from wood,
and explain the major differences . Tell
why some pulps are bleached, and describe this process.

What are the major differences?

Why are some pulps bleached? Describe this process.

Describe how paper is made. Discuss how paper
is recycled. Make a sheet of paper by hand
using the process described .

What is coated paper, and why is it coated?Explain what coated paper is and why it is coated.
Describe the major uses for different kinds of coated paper.
Describe one other way that paper isIn what other ways are papers changed by
chemical or mechanical means to make new uses possible?

Make a list of 15 pulp or paper products found
in your home. Share examplesShow samples of 10 such products
with your counselor .

With your parent's and counselor's approval,
doDo ONE of the following:

Visit a paper mill and get a sample of the paper
made there . Describe the processes
used for making this paper. Tell how itthe paper will be used.

Visit a container plant or box plant. Describe how the
plant's products areproduct was made.

Visit a printer or newspaper plant to
learn how they use paper. Describe the visit. Explain why particular
types of paper were used.Visit a recycled paper collection or
sorting facility. Describe the operations there.

Using books, magazines, your local library,
the Internet (with your parent's permission), and any other
suitable research tool, find out how paper products are developed.
Find out what role research and development play in the papermaking
industry. Share what you learn with your counselor.

Describe six of the major jobs in the pulp
and paper industry.Find out about three career opportunities
in the papermaking industry that interest you. Pick one and find
out the education, training, and experience required for this profession.
Discuss this with your counselor, and explain why this profession
might interest you.

Old item 8 is now 8a, and a new item 8b was added, and the wording
of items 9b, 9c, and 10 were revised slightly.. Requirements 8-10
now read as follows:

Do ONE of the following:

Maintain one or more reptiles or amphibians for at least
a month. Record food accepted, eating methods, changes in coloration,
shedding of skins, and general habits; or keep the eggs of a
reptile from the time of laying until hatching; or keep the
eggs of an amphibian from the time of laying until their transformation
into tadpoles (frogs) or larvae (salamanders).

Choose a reptile or amphibian that you can observe at a
local zoo, aquarium, nature center, or other such exhibit (such
as your classroom or school). Study the specimen weekly for
a period of three months. At each visit, sketch the specimen
in its captive habitat and note any changes in its coloration,
shedding of skins, and general habits and behavior. Find out,
either from information you locate on your own or by talking
to the caretaker, what this species eats and what are its native
habitat and home range, preferred climate, average life expectancy,
and natural predators. Also identify any human caused threats
to its population and any laws that protect the species and
its habitat. After the observation period, share what you have
learned with your counselor.

Do TWO of the following:

Identify at night three kinds of toads or frogs by their
voices. Imitate the song of each for your counselor. Stalk each
with a flashlight and discover how each sings and from where.

Identify by sight eight species of reptiles or amphibians.

Using visual aids, give a brief talk to a small group on
three different reptiles and amphibians.

Tell five superstitions or false beliefs about reptiles and
amphibians and give a correct explanation for each. Give seven examples
of unusual behavior or other true facts about reptiles and amphibians.

Even though this badge was included in the list of changed merit
badges in Boy Scout Requirements 2005 (33215A), the OLD requirements
appeared in that book, rather than the new ones shown below, which are
found in the new edition of the Scholarship merit badge pamphlet (33384A).
This was an editorial error, and has been corrected in the 2006 edition
(33215B). No other changes have been made

The requirements book lists changes to the following requirements:1f-1i,
and Shotgun Shooting option (modern Shotshell) 2b. However, the
new Shotgun Shooting merit badge pamphlet issued during 2005 has changes
to substantially all of the requirements. We assume the omission of
the other changes is an editorial error.

Since there were two sets of conflicting requirements, we asked the
National BSA office which requirements Scouts should follow, and their
response was:

Use the requirements in the Boy
Scout Requirements Book.

The changes to the requirements which appear in the booklet are as
follows:

Explain the main points of hunting laws
in your state and give any special laws on the use of guns or
ammunition. Successfully complete a state hunter
education course, or obtain a copy of the hunting laws for your
state, then do the following:

Explain the main points of hunting
laws in your state and give any special laws on the use
of guns or ammunition, and

List the kinds of wildlife that can
be legally hunted in your state.

List the kinds of wildlife that can be
legally hunted in your state.Explain to your counselor the proper
hygiene guidelines used in shooting.

Identify and explain the shotgun sports
shot in the Olympic Games. Identify places in your community
where you could shoot these sports. Identify and explain three shotgun
sports. Identify places in your community where you could shoot
these sports and explain how you can join or be a part of shooting
sports activities.

List the sources that you could contact
for information on firearms and their use.Give your counselor a list of sources
that you could contact for information on firearms and their
use.

Identify the rules for safe gun handling.
Identify and demonstrate the rules
for safely handling a shotgun.
Demonstrate how to handle shotguns in a safe manner.

In the Shotgun Shooting merit badge pamphlet,
there were a substantially larger number of changes, which do NOT appear
in Boy Scout Requirements 2006 (33215B). Since the new Merit Badge pamphlet
is also available, Scouts should also be allowed to use the requirements
below, which are those in the pamphlet, and which seem to be more up
to date.

The following is a list of what has changed in
the merit badge pamphlet:

Requirements 1c, 1d, 1f, 1g, 1h, and 1i were revised.
In requirement 2, Option A, the title was changed slightly, items
b and c were merged, items d-l were renumbered as c-k, changes were
made to items e, f, i, and k, and changes were made to the shooting
skills rules
In requirement 2, Option B, changes were made to items d, g, h,
j, k, l, and n, and changes were made to the shooting skills rules

There also appear to be two editorial errors in the
text as it appears in the pamphlet. What we believe to be the correct
text is listed below.

The requirements in the pamphlet read as follows:

Do the following:

Explain why BB and pellet air guns must always be treated
with the same respect as firearms.

Describe how you would react if a friend visiting your home
asked to see your or your family's firearm(s).

Explain the need for and use and types of eye and hearing
protection.

Explain the main points of the laws for owning and using
guns in your community and state.

Explain how hunting is related to the wise use of renewable
wildlife resources.

Successfully complete a state hunter education course, or
obtain a copy of the hunting laws for your state, then do the
following:

Explain the main points of hunting laws in your state
and give any special laws on the use of guns or ammunition,
and

List the kinds of wildlife that can be legally hunted
in your state.

Explain to your counselor the proper hygiene guidelines
used in shooting.

Identify and explain three shotgun sports. Identify places
in your community where you could shoot these sports and explain
how you can join or be a part of shooting sports activities.

Give your counselor a list of sources that you could contact
for information on firearms and their use.

Do ONE of the following options:

OPTION
A --- SHOTGUN SHOOTING (Modern Shotshell Type)

Identify the principal parts of a shotgun, action types,
and how they function.

Identify and demonstrate the rules for safely handling a
shotgun.
Demonstrate how to handle shotguns in a safe manner.

Identify the parts of a shotgun shell and their functions.

Identify the various gauges of shotguns. Explain which one
you would use and why.

Identify and demonstrate the fundamentals of safely shooting
a shotgun. Explain what a misfire, hangfire, and squib fire
are, and explain the procedures to follow in response to each.

Identify and explain each rule for safely shooting a shotgun.

Demonstrate the knowledge, skills, and attitude necessary
to safely shoot moving targets, using the fundamentals of shotgun
shooting.

Identify the materials needed to clean a shotgun.

Demonstrate how to clean a shotgun properly and safely.

Discuss what points you would consider in selecting a shotgun.

Shooting score required. - Hit at least 12 out of 25 targets
(48 percent) in two 25-target groups. The two groups need not
be shot in consecutive order.

Shooting skill rules:

Targets may be thrown by a hand trap, manual mechanical
trap, or on any trap or skeet field. Note: If using a hand trap
or manual mechanical trap, the trap operator should be at least
5 feet to the right and 3 feet to the rear of the shooter. If
throwing left-handed with a hand trap the trap operator should
be at least 5 feet to the left and 3 feet to the rear of the
shooter.

All targets should be thrown at a reasonable speed and in
the same direction.

Targets should be generally thrown so as to climb in the
air after leaving the trap.

Scores may be fired at any time, either in formal competition
or in practice.

Any gauge shotgun not exceeding 12 gauge may be used.

Standard clay targets customarily used for trap and skeet
are to be used.(This rule, does not appear in the merit
badge pamphlet. We believe it was omitted in error)

Any ammunition, either factory or hand loaded, may be used.

Shooters must shoot in rounds of 25. Rounds need not be
shot continuously or on the same day (the term "round" refers
to a single series of 25 shots).

If using a trap field, shoot station 3 with traps set to
throw straightaway targets.

If using a skeet field, shoot station 7 low house.

OPTION B --- MUZZLE-LOADING SHOTGUN SHOOTING

Discuss a brief history of the development of the muzzle-loading
shotgun.

Identify principal parts of percussion and flintlock shotguns
and discuss how they function.

Demonstrate and discuss the safe handling rules of a muzzle-loading
shotgun.

Identify the various grades of black powder and their proper
and safe use.

Identify proper procedures and accessories used for safely
loading a muzzle-loading shotgun.

Demonstrate the knowledge, skills, and attitude necessary
to safely shoot a muzzle-loading shotgun on a range, including
range procedures. Explain what a misfire, hangfire, and squib
fire are, and explain the procedures to follow in response to
each.

Shoot a moving target with a muzzle-loading shotgun using
the five fundamentals of firing the shot.

Identify the materials needed to clean a muzzle-loading
shotgun properly and safely.

Demonstrate how to clean to clear a muzzle-loading
shotgun's failure to fire and explain or demonstrate proper
correction procedures.We believe that the merit badge pamphlet
has an editorial error here and the text for this requirement
should read as follows:Demonstrate how to clean a muzzle-loading
shotgun properly and safely.

Identify the causes of a muzzle-loading shotgun's failure
to fire and explain or demonstrate proper preventative procedures.

Discuss what points you would consider in selecting a muzzle-loading
shotgun.

Shooting score required. -- Hit at least 5 out of 15 targets
in two 15-target groups. The two groups need not be shot in
consecutive order.

Shooting skill rules:

Targets may be thrown by a hand trap, manual mechanical
trap, or on any trap or skeet field. Note: if using a hand trap
or manual mechanical trap, the trap operator should be at least
5 feet to the right and 3 feet to the rear of the shooter. If
throwing left-handed with a hand trap the trap operator should
be at least 5 feet to the left and 3 feet to the rear of the
shooter.

All targets should be thrown at a reasonable speed and in
the same direction.

Targets should be generally thrown so as to climb in the
air after leaving trap.

Scores may be fired at any time, either in formal competition
or in practice.

Any gauge shotgun not exceeding 10 gauge may be used.

Standard clay targets customarily used for trap and skeet
are to be used.

On a standard trap field, the shooter should be positioned
8 yards behind the trap house. The trap should be set
to throw only straightaway targets.

In Requirement 2, in the Ice Skating option, the wording of items
a(1), b(3), c(1), and c(2) were revised slightly, item a(4) was deleted
and old item a(5) renumbered as a(4). The changes are as follows:

Do the following:

Give general safety and courtesyetiquette rules for ice skating.
Discuss preparations that must be taken when
skating outdoors on natural ice. Explain how to make an ice
rescue.

Describe daily skate care when
skates are in use.
5. Describe how to store skates for long periods of time,
such as seasonal storage.

Do the following:

Starting from a T position, stroke forward around
the test area, avoiding the use of toe pickspoints if wearing figure skates,

Do the following:

Glide backward on two feet for at least two times the skater's height.25 feet
.

Learn about opportunities in the field of truck transportation.
Choose one career in which you are interested and discuss with your
counselor the major responsibilities of that position and the qualifications,
education, and training such a position requires.

Discuss with your counselor the roles a veterinarian plays in
the following:

Companion or small animal medicine, and equine medicine

Food animal or large animal medicine

Exotic animal medicine

Marine animal medicine (mammal and fish)

Poultry medicine

Wildlife medicine and aquaculture medicine

Discuss with your counselor the roles a veterinarian plays in
the following:

Public health medicine and zoonotic disease surveillance
and control

The military

Food safety and inspection

Laboratory animal medicine and research

Teaching and government

Describe the training required to become a veterinarian. Where
is the veterinary medical college nearest you? Describe the prerequisites
for applying to veterinary school.

Tell your counselor what a registered veterinary technician
(R.T.V.) or animal health technician (A.H.T.) is. Describe the training
required to become an R.V.T. or A.H.T. Where is the school or facility
for R.V.T. or A.H.T training nearest you? Describe the role an R.V.T.
or A.H.T. would play in assisting a veterinarian working in three
of the practice types listed in requirement 1.

Discuss with your merit badge counselor the role a veterinarian
plays in the human-animal bond.

Do ONE of the following:

Visit a veterinary clinic, hospital, or veterinary referral
teaching hospital that does work in one of the practices listed
in requirement 1. Spend as much time as you can observing the
veterinarians and their staff. Write a report on what you observed
and learned at the facility. Share your report with your counselor.

Spend as much time as possible with a veterinarian who works
in one of the fields listed in requirement 2. Learn what special
training beyond veterinary medical school may have been required
for that position. Learn about any special or unusual activities
required of this position. Write a report on what you have learned
about this field of veterinary medicine. Include in your report
how this field serves the needs of the general public. Share
your report with your counselor.

The requirements have been substantially rewritten, and now read
as follows:

Do the following:

Review with your counselor the first aid for injuries or
illnesses that could occur while working on the Whitewater merit
badge, including hypothermia, heat reactions, dehydration, insect
stings, blisters, bruises, cuts, and shoulder dislocation.

Identify the conditions that must exist before performing
cardiopulmonary resuscitation (CPR) on a person. Explain how
such conditions are recognized.

Review and compare BSA Safety Afloat and the American Whitewater
safety guidelines and demonstrate your understanding of these
principles by answering questions from your counselor.

Identify and explain the use and importance of safety equipment
on moving water. Include in your explanation a discussion about
throw ropes, whistles, and how to choose and properly fit PFDs
(personal flotation devices) and helmets.

Before doing requirements 4 through 13 earn the Canoeing merit
badge if you will be using a canoe to earn this merit badge. If
you will be using a kayak, earn the Kayaking BSA Award.

Do ONE of the following:

If you are completing these requirements as a tandem canoeist,
demonstrate basic canoe-handling skills by completing the Scout
gate test within 160 seconds while paddling tandem with a buddy.
Then demonstrate the following strokes: cross forward, cross
draw, bow pry, Duffek, high brace, and low brace,

If you are completing these requirements as a solo canoeist,
demonstrate basic solo canoe-handling skills by completing the
Scout gate test within 160 seconds. Then demonstrate the following
strokes: cross forward, cross draw, stern pry, Duffek, high
brace, and low brace.

If you are using a kayak to complete these requirements,
demonstrate basic kayak-handling skills by completing the Scout
gate test within 160 seconds. Demonstrate the following strokes:
Duffek, high brace, low brace, and sculling draw. Then do the
following:

Move the kayak forward in a reasonably straight line
for 10 yards.

Move the kayak sideways to the right and to the left.

Pivot 360 degrees to the right and left.

Stop the kayak.

Do the following:

Explain the importance of scouting before committing to
running a rapid, and discuss good judgment when evaluating a
stretch of river or a particular rapid.

Explain how to scout and read a river while ashore and while
afloat, and discuss the importance of hazard recognition.

Demonstrate your ability to read the river where you are
practicing and demonstrating your whitewater skills.

Explain the International Scale of River Difficulty and apply
the scale to the stretch of river where you are practicing and demonstrating
your whitewater skills. Identify the specific characteristics of
the river that are factors in your classification according to the
International Scale.

Explain the importance of communication during every whitewater
outing. Explain and then demonstrate using the following river signals:
"Run right," "Run left," "Run down the center," "Stop," "Are you
OK?" and "Help!"

Do the following:

Explain the differences between flatwater and whitewater
canoes; identify the advantages and special uses for kayaks
and decked canoes in running water. Identify the different materials
used in modern whitewater canoe construction and the advantages
and disadvantages of each.

Describe the various types of kayaks and how they differ
in design, materials, and purpose.

Identify the advantages and special uses for kayaks and
decked canoes in moving water.

Discuss the construction, safety, and functional features
of paddles used in whitewater activities.

Discuss the personal and group equipment necessary for a safe
whitewater outing and how and why it is used. Explain how to pack
and protect these items.

Wearing the proper personal flotation device (PFD) and being
appropriately dressed for the weather and water conditions, perform
the following skills in moving water in a properly equipped whitewater
craft of your choice (tandem canoe, solo canoe, or solo kayak).
If a tandem canoe is used, the skills must be demonstrated from
both the bow and stern positions.

Launch and land.

Paddle forward in a straight line.

Backpaddle.

Sideslip, both sides.

Ferry upstream and downstream.

Eddy turn.

Peel out.

Explain and demonstrate:

Self-rescue and procedures when capsized in moving water,
including a wet exit if necessary

Safe rescue of others in various whitewater situations situations
using a throw rope.

Portaging - when and how to do it.

The whitewater buddy system using at least three persons
and three craft.

Discuss the use of inflatable boats on moving water. Discuss
the use of inflatable rafts on moving water. In your discussion,
explain the special safety precautions that should be taken when
using an inflatable raft and the risks of "tubing" on moving water.

Participate in a whitewater trip using either a canoe or kayak
on a Class I or Class II river. Help to prepare a written plan specifying
the route, schedule, equipment, safety precautions, and emergency
procedures. Determine local rules and obtain permission from landowners
and land managers in advance. Explain what steps you have taken
to comply with BSA Safety Afloat and the American Whitewater safety
guidelines. Execute the plan with others

This analysis was prepared as a service
to Scouts and Scouters nationwidePaul S. Wolf
Advancement Webmaster
US Scouting Service Project, Inc.

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